“Educate a Child, Transform the World” TOOLKIT

"Educate a Child, Transform the World"

TOOLKIT

For Direct Service and Advocacy in the U.S.

Compiled by Staff of the Presbyterian Church (U.S.A.) Updated December 2015

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Introduction: Why Education?

If you are a Presbyterian and reading this, you are someone who appreciates education. People in the Reformed tradition have always affirmed the value of education and its potential to transform lives and systems. Beginning with John Calvin and continuing with later Reformers and numerous General Assembly actions, Presbyterians have long considered public education essential ? first of all, so that the general population might be literate and thus able to read the Bible for themselves ? and that they might read with understanding.

Walk in to any Presbyterian church, and there is an excellent chance you will find a day care center, a tutoring program, a mentoring program, or an after school program. There is always room for children in our churches. We are reminded that God broke into human history as a vulnerable, fragile, and helpless baby in a land that was not his own. Our theology of the incarnation compels us to advocate for children. We may wonder if Jesus was thinking of the circumstances of his own birth when we read in Matthew's Gospel:

"At that time the disciples came to Jesus and asked `Who is the greatest in the kingdom of heaven?' He called a child, whom he put among them, and said, `Truly I tell you, unless you change and become like children, you will never enter the kingdom of heaven. Whoever becomes humble like this child is the greatest in the kingdom of heaven. Whoever welcomes one such child in my name welcomes me. If any of you put a stumbling block before one of these little ones who believe in me, it would be better for you if a millstone were fastened around your neck and you were drowned in the depth of the sea." (Matthew 18:1-6)

The strong words of Jesus remind us and compel us, as God's household of faith, to engage in the ministry of child advocacy. The welfare of the whole people of God begins with how we care for the children. Everyone's children.

The role of public schools must be consistently maintained for the good of the whole community. Quality public education gives us the best chance to empower the most students to embrace an abundant life in community. In 1987, the reunited Presbyterian Church (U.S.A.) adopted A Call to Church Involvement in the Renewal of Public Education, calling Presbyterians "to join others in their communities ? to provide schools that will secure for all children an education that develops their capacities to serve as creative and responsible persons in the common life and - to mobilize the resources available in each community ? home, church, community organizations (both public and private) ? that will support public schools and share in achieving the necessary education of children and youth" (Minutes Part I, pp. 479-80). The Presbyterian Church (U.S.A.)'s Office of Public Witness in Washington, DC (), in alignment with our education policy statements, works to give voice to Presbyterian values as they regard public policy.

Presbyterians take education very seriously. We hope you will find this toolkit to be helpful as you follow Christ's call to this ministry. You will find ideas, materials, resources, and examples that will assist you and your congregation as you continue to engage in the work of public education and child advocacy. Thank you for your commitment to this ministry.

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Congregational Assessment Tools

Introduction

Many congregations participating in the Educate A Child Initiative will be those already engaged in a robust program of educational support. Other congregations have a growing sense of calling to child advocacy related to education but are not certain where to focus their efforts or which of many topics they might address. Still other congregations may find that two or more groups within the congregation are working on separate issues of educational advocacy but that the available resources are not adequate to sustain multiple efforts.

In any of these circumstances, congregations may find the assessment tools outlined below a way to:

? Analyze the current issues within their community; ? Inventory their own congregational capacities; and ? Discover the ways in which the gifts and graces of their congregation might be utilized

most effectively to assist children or youth to better fulfill their educational goals.

Congregations that find themselves conflicted over priorities may find in the following assessment tools a means to achieve consensus and focus to their educational advocacy into a coherent expression of ministry and mission.

Organizing the Assessment

Most congregations will be best served by gathering or assigning a relatively small, 6-8 person Assessment Committee.

Those who serve as the Assessment or Planning Team should be asked to make a commitment of at least one month to study together in a prayerful and thoughtful process to discover the best possible use of the resources available in addressing the most critical needs most effectively.

Before You Begin...

? The Assessment Team will want to be certain of their relationship to the Session and/or other committees within the congregation are clearly understood and that some common agreement exists within the congregation that such an exploration is warranted and wanted.

? There should be an agreement about how, when, and where its findings will be shared. For example, it may be that they will present a report and recommendation to the Session or one of its committees at a future date, or it may be that they will make a report to a future meeting of all congregation members interested in the project. Knowing the context for its report will be important to the assessment task.

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Three Assessment Tools

Three assessment options are described below. Some groups will select only one of these tools to undertake their work. Others will borrow elements from each of the three tools and will craft their own unique approach to assessment. Those entirely new to this field of ministry may find it most useful to utilize each of these tools in turn to formulate their report.

v Birdseye Assessment ? Sometimes called "the view from 30,000 feet", this assessment type tries to gather and consider the state of children and education within the community. To undertake this kind of approach, the Assessment Committee will want to ask about issues in their own community, such as: o Drop out rates o School rankings o Attendance statistics o Number of children receiving free meals o Remedial and special education services available o College and technical school enrollment rates

Conducting the study will rely not only on statistical information that should be readily available from local or state agencies but also on conversations with school officials, parent organizations, and social service agencies that serve school-age children or preschool populations.

Special attention should be given to the demographic characteristics within the school population:

? Are some children doing very well and others very poorly? ? Are the above groups distinct economically, racially, or ethnically? ? Are their specific advocacy groups or parents or others focused on particular issues

within the school district? ? Have school budgets been defeated in local elections? ? Has there been a history of teacher strikes, layoffs or other disruptive patterns in

school organizational life?

This kind of assessment will provide a broad orientation to the issues alive in your community. As you begin to understand issues of teacher shortage or school discipline, of bullying or poor performance on standardized tests, you will want to assign members of the Assessment Committee to pursue further conversation with school officials, parents, and others to understand who is addressing the issues you have identified and how they are doing so. In many communities, attendance at School Board meetings, PTA meetings, or other gatherings will provide a broader understanding of the issues. (For more information on the School Board and local advocacy for education, see "Parent and Community Power! School Board Advocacy 101" in this toolkit. )

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A Birdseye Assessment often leads to a decision to bring a series of speakers on a variety of issues to speak at the congregation over a period of weeks or months in order to broaden the understanding of the range of issues to be considered.

v Internal Inventory Congregations generally have many more resources that can be utilized in educational ministries and advocacy than they are initially aware of as they plan ministry. A very important aspect of assessment is undertaking an inventory of what resources are available and in what measure. (For a detailed list of questions to ask in such an Assessment, see "Direct Action for Education: An Asset Identification Process" in this toolkit. ) For example...

o Financial resources ? How much money can be allocated in the budget or raised through special efforts?

o Human resources ? How many people might be able to volunteer for a tutoring program or a summer feeding program?

Less obvious is the inventory of special skills that may be needed.

o Are there contractors who could retrofit a Sunday school room to meet the needs of a new child care center?

o Are there those who could train volunteers to serve as effective tutors? o Are there people of substantial community influence who could help work for

policy reform? o Does the church have adequate room to house a new service delivery program for

children or youth? o Is there adequate public transportation or parking to facilitate transportation

needs? o Are there adequate recreational facilities or the possibility of developing them? o Is the church located in a neighborhood that will be welcoming and

comfortable to the population you hope to serve? o Is the congregation better equipped to provide direct service or to advocate for

changes in policies or procedures that impede children as they pursue educational opportunities?

These are questions that will require the congregation to take a candid and frank view of its possibilities and resources. Listing the resources available will be helpful in determining what issues and/or programs the congregation can undertake effectively. As an inventory is developed it will be important to test that list with others in the congregation and obtain some feedback about the accuracy of the calculation of resources available.

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